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Cited by 222School Choice and PerformanceEducational Assessment and ImprovementEducational Outcomes and Influences

The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.

Unscheduled School Closings and Student Performance

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Marcotte, Dave E., Hemelt, Steven W.·2008·Education Finance and Policy
DOI 10.1162/edfp.2008.3.3.316
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Abstract

Do students perform better on statewide assessments in years in which they have more school days to prepare? We explore this question using data on math and reading assessments taken by students in the third, fifth, and eighth grades since 1994 in Maryland. Our identification strategy is rooted in the fact that tests are administered on the same day(s) statewide in late winter or early spring, so any unscheduled closings due to snow reduce instruction time and are not made up until after the exams are over. We estimate that in academic years with an average number of unscheduled closures (five), the number of third graders performing satisfactorily on state reading and math assessments within a school is nearly 3 percent lower than in years with no school closings. The impacts of closure are smaller for students in fifth and eighth grades. Combining our estimates with actual patterns of unscheduled closings in the last three years, we find that more than half of schools failing to make adequate yearly progress (AYP) in third-grade math or reading, required under No Child Left Behind, would have met AYP if schools had been open on all scheduled days.

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Crossref · 10.1162/edfp.2008.3.3.316

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Metadata

Authors
Marcotte, D. E., & Hemelt, S. W.
Affiliations
  • IZA - Institute of Labor Economics (DE)
  • University of North Carolina at Chapel Hill (US)
Corresponding author
Marcotte, Dave E.
ORCID
Venue
Education Finance and Policy
Publisher
MIT Press
Published
2008-07
Volume
3
Issue
3
Pages
316-338
ISSN
  • 1557-3060 (ISSN-L)
  • 1557-3079
DOI
10.1162/edfp.2008.3.3.316
OpenAlex
W2114959928
Cited by
222
References
8
Citations by year
2026: 4 · 2025: 8 · 2024: 16 · 2023: 24 · 2022: 20 · 2021: 16 · 2020: 12 · 2019: 9 · 2018: 4 · 2017: 10 · 2016: 47 · 2015: 15 · 2014: 13 · 2013: 11 · 2012: 3
FWCI
14.50
Type
journal article
Language
en
Open access
Locations
  • Education Finance and Policy (publishedVersion)
  • SSRN Electronic Journal (acceptedVersion)
  • RePEc: Research Papers in Economics (submittedVersion)
  • SSRN Electronic Journal (submittedVersion)
  • Econstor (Econstor) (submittedVersion)
Funders
  • Smith Richardson Foundation
  • Sid W. Richardson Foundation
  • Rheinische Friedrich-Wilhelms-Universität Bonn
Topics
  • Social Sciences › Education › School Choice and Performance
  • Social Sciences › Education › Educational Assessment and Improvement
  • Social Sciences › Education › Educational Outcomes and Influences
Keywords
academic performance, mathematics assessment, reading assessment, instructional time, No Child Left Behind Act, Adequate Yearly Progress, school finance, Maryland

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